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Comprehensive Breast Center (Daytime)Providing a welcoming and resourceful presence as the first contact for patients, families, friends and visitors within Mercy Health Comprehensive Breast Center. Requires outstanding communication with staff and patients. For information on the Survivor Partner Program please click here.
Emergency Department (Daytime/Evening)Volunteers offer support with patient escort, run errands, stock supplies, and perform duties as assigned by the ED staff. Volunteers are not permitted to provide medical treatment.
Flower & Patient Mail Delivery (Monday–Friday, 1–3:30 p.m.)Volunteers deliver flowers and patient mail in a relaxed, cheerful, warm-hearted manner. This is a great opportunity if you are looking for patient interaction.
Gift Shop (Daytime/Evening) & The Shoppe at Mercy Health Lacks Cancer CenterVolunteers assist customers with their shopping needs, run cash register, stock shelves, assist with coffee/espresso orders and complete other responsibilities of the gift shop. This position is for those friendly individuals that like to interact with people.
Greeter (Daytime)Providing a welcoming and resourceful presence as the first contact for patients, families, friends and visitors. Requires outstanding communication and ability to assist patients with personal escort or navigation throughout the Main Hospital, Mercy Health Lacks Cancer Center, Mercy Health Hauenstein Center, Mercy Health Southwest Campus, and Mercy Health East Beltline.
Guest House of Mercy Health Saint Mary's – Sophia's House (Daytime/Evening)A home away from home will be provided for our patients and families that need it the most. Volunteers will help assist in many of the operations of the guest house, from concierge services, checking guests in and out, and most importantly by providing a comfortable environment.
Music Therapy at Mercy Health Lacks Cancer Center and Mercy Health Hauenstein Neurosciences (Daytime/Evening)To provide music therapy that is conducive to a healing environment. Volunteer will play instrument in lobby area or if directed by supervisor the volunteer may visit patients on the clinical units.
Patient Advocate Liaison (PAL) (Daytime/Evening)Volunteer role focuses on bringing something more to the patients on a unit. Volunteers will work with the staff to check-in with our guests and make the experience more comfortable. Some tasks include: delivering newspapers/books to interested patients, talking with patients who could use a visitor, delivering warm blankets, handing out beverages to visitors, and more.
Patient Transport (Daytime)Transport patients to various areas of the hospital campus, deliver medical supplies and equipment to patient rooms, and gather wheelchairs as needed.
Personal Care Cosmetologist (Daytime/Evening)Provides patients with complimentary cosmetology services including head shaving, wig styling, hair styling, pedicures, manicures and facials. Takes part in and offers information regarding The Look Good Feel Better Program and offers assistance in dealing with the cosmetic side effects of cancer treatment.
Personal Care Area Support (Daytime/Evening)Volunteers will help support the staff in assisting patients and guests that come to the Personal Care Area in Mercy Health Lacks Cancer Center. Duties will include: answering phones, greeting guests, setting up appointments, and also visiting with patients while they wait for their service.
Pet Therapy (Daytime/Evening)Handler and dog promote emotional, physical, and psychological support through the human-animal healing connection. Must have current registration through West Michigan Therapy Dogs.
Reach Out and Read (Daytime)Volunteer at one of our Community Health Centers by reading to the children in the waiting room areas in English or Spanish. Locations include: Browning-Claytor Health Center, Clinica Santa Maria, Heartside Health Center, and Sparta Health Center.
Southwest Campus ER (Daytime/Evening)Volunteers assist with patient discharge, making up beds, stocking rooms with supplies, answering phones and other duties based on volunteer interest and ability.
Spiritual Care (Daytime/Evening)This volunteer requires a prayerful demeanor; ability to follow prescribed rituals related to reception of Communion, general understanding of patient care protocol (e.g., isolation, special infection control measures, NPO, etc.), ability to maintain total confidentiality related to all patient care situations encountered; basic knowledge of appropriate referrals to professional chaplains.
Surgery Waiting Room (Monday–Friday, Daytime)Volunteers assist friends and family members who use the Surgery Waiting Room while a patient is in surgery, act as liaison between the surgical staff and the family/friends, and answer phones.
Warren Reynolds Library (Daytime)Provide assistance to oncology patients and their families through the services in Mercy Health Lacks Cancer Center's Warren Reynolds Library. Assist with various needs in the library including light research, re-shelving materials and delivery of requested materials. Most helpful to be comfortable with computers/technology.

subset: commoncrawl


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Our own brand portfolio
Kingfisher has developed a streamlined portfolio of own brand products covering our key product categories. Some are established names, others have been newly created to meet a particular need. This is part of Kingfisher's medium term aim to develop a product range where 50% of the best products are shared between our businesses.
Each brand features multi-lingual packaging as standard to minimise production lead times. The first common ranges to be delivered under this new strategy have been phased into stores in B&Q UK, Castorama France, Castorama Poland, Castorama Russia and Koçtaş. Screwfix and Brico Dépòt are also sharing trade only brands such as 'Titan' tools and equipment, 'Energer' hand and power tools and 'Site' work wear.
Download the posters below to see some of our Group own brands.
Blooma provides a timeless collection of garden furnishing and exterior lighting that is inspired by nature itself, so the whole family can all indulge in the delights of the garden as if it were another room in the house.
The collection of stylish Colours products gives you the freedom and confidence to explore and express your own style.
Whatever your level as a gardener, Verve makes it easy to bring colour, life and nature to your garden. Discover the joy of nurturing your own little patch of nature.
Cooke & Lewis
Cooke & Lewis skilfully blend expert craftsmanship with imaginative style to bring you a range of beautiful products for the heart of your home.
Dependable and easy-to-use, MacAllister's high-performance hand and power tools are engineered to give you the control and confidence you need to get the job done.
Advanced heating and cooling systems, security and water treatment, air treatment and Communication. Blyss puts you in complete control of your home environment, providing you with the level of comfort you deserve.
No matter what your skill level, Diall has everything you need to get the job done. Diall's huge range of well-made, dependable and functional products allows you to build the sturdy, reliable base every project needs.
Created to make intelligent use of any room in the house, Form provides all sorts of practical solutions to help you organise, arrange and unclutter your home.
Geom's range of doors, windows and stairs provides everything you need to rethink, redefine, and reshape the space within your own home and turn it into the warm, flexible and inviting environment you desire.
The brand that gives all of our consumers access to home improvement by providing entry level products that do the job.
What's the opportunity?
The lack of sizeable, global manufacturer brands in our sector has meant there has been relatively limited product innovation in recent years to make home improvement easier and more accessible for the consumer. As a result demand has not been stimulated to its full potential.
Our unique contribution as a business to our customers is that we can harness our international scale and sourcing capability, our heritage as a leader in sustainability and our home improvement experience to bring new, more sustainable and more affordable products to market.
By having a 50% core common range across all our businesses we will use our scale to accelerate innovation, stimulating overall market demand and growing our like-for-like ('LFL') sales and our market share.
The more efficiently we can source and market own-brand products to our customers, the greater the benefits we can derive from our Group buying strategy.


text:
Dell Computer Bluetooth USB Device - Voice Free Driver Download
Manufacturer Website
(Official Download)
Tape Backup, Dgabtpcc, DGARFCOM, ...
See details of driver package which includes support for this device.
Device Name
Bluetooth USB Device - Voice
5538, A10 (7 Jun 2006)
Supported Operating Systems
Windows NT4, Windows 2000, Windows 2003 (64 bit), Linux, Other, Windows XP, Windows 2003, Windows Vista
Uploader Notes
Tape Drives: Dell PowerVault 110T DLT VS80, Firmware, Multi OS, English, Multi System, v.5538, A10
This release includes firmware 5538 (v56) which was previously released. This release includes 2 new tools.1. DFU which will allow users to update firmware one drive at a time on Windows, Linux, and Netware platforms.2. DUP (Dell Update Package) this utility will automatically update all VS80 tape drives attached to the system.
OS: Red Hat Red Hat Enterprise Linux 3 Red Hat Red Hat Enterprise Linux 4 Novell SuSE Linux ES 9 Novell Netware
Uploaded By
Jayakumar (DG Staff Member) on 8/23/2008
Driver Package
Hardware Ids Supported
Related Drivers
Reviews Summary
Already tried it? Give your review
Embed a link to this page


text:
The Basic Course
The following are the course descriptions for the ROTC Basic Course, which is targeted at first- and second-year students without prior military service.
MSL 101: Leadership and Personal
MSL 101 introduces cadets to the personal challenges and competencies that are critical for effective leadership. Cadets learn how the personal development of life skills such as critical thinking, goal setting, time management, physical fitness, and stress management relate to leadership, officership, and the Army profession. The focus is on developing basic knowledge and comprehension of Army leadership dimensions while gaining a big picture understanding of the ROTC program, its purpose in the Army, and its advantages for the student.
MSL 102: Introduction to Tactical Leadership
MSL 102 overviews leadership fundamentals such as setting direction, problem-solving, listening, presenting briefs, providing feedback, and using effective writing skills. Cadets explore dimensions of leadership values, attributes, skills, and actions in the context of practical, hands-on, and interactive exercises. Continued emphasis is placed on recruitment and retention of cadets. Cadre role models and the building of stronger relationships among the cadets through common experience and practical interaction are critical aspects of the MSL 102 experience.
MSL 201: Innovative Team Leadership
MSL 201 explores the dimensions of creative and innovative tactical leadership strategies and styles by examining team dynamics and two historical leadership theories that form the basis of the Army leadership framework. Cadets practice aspects of personal motivation and team building in the context of planning, executing, and assessing team exercises and participating in leadership labs. Focus is on continued development of the knowledge of leadership values and attributes through an understanding of Army rank, structure, and duties and basic aspects of land navigation and squad tactics. Case studies provide tangible context for learning the Soldier's Creed and Warrior Ethos as they apply in the contemporary operating environment (COE).
MSL 202: Foundations of Tactical Leadership
MSL 202 examines the challenges of leading tactical teams in the COE. The course highlights dimensions of terrain analysis, patrolling, and operation orders. Further study of the theoretical basis of the Army leadership framework explores the dynamics of adaptive leadership in the context of military operations. MSL 202 provides a smooth transition into MSL 301. Cadets develop greater self awareness as they assess their own leadership styles and practice communication and team building skills. COE case studies give insight into the importance and practice of teamwork and tactics in real world scenarios.
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Henry V (Modern, Folio)
¶King Henry Peace to this meeting, wherefore we are met.
¶Unto our brother France and to our sister,
2990Health and fair time of day. Joy and good wishes
¶To our most fair and princely cousin Catherine.
¶And as a branch and member of this royalty,
¶By whom this great assembly is contrived,
¶We do salute you, Duke of Burgundy.
2995And princes French, and peers, health to you all.
¶French King Right joyous are we to behold your face,
¶Most worthy brother England; fairly met.
¶So are you, princes English, every one.
¶Queen Isabeau So happy be the issue, brother England,
3000Of this good day and of this gracious meeting
¶As we are now glad to behold your eyes --
Against the French that met them in their bent
¶The fatal balls of murdering basilisks.
3005The venom of such looks, we fairly hope,
¶Have lost their quality, and that this day
¶Shall change all griefs and quarrels into love.
¶King Henry To cry amen to that, thus we appear.
¶Queen Isabeau You English princes all, I do salute you.
3010Burgundy My duty to you both, on equal love.
¶Great kings of France and England, that I have labored
¶With all my wits, my pains, and strong endeavors,
¶To bring your most imperial majesties
¶Unto this bar and royal interview,
3015Your mightiness on both parts best can witness.
¶Since, then, my office hath so far prevailed
¶That face to face and royal eye to eye
¶You have congreeted, let it not disgrace me
¶If I demand before this royal view
3020What rub or what impediment there is
¶Why that the naked, poor, and mangled peace,
¶Dear nurse of arts, plenties, and joyful births,
¶Should not in this best garden of the world,
¶Our fertile France, put up her lovely visage?
3025Alas, she hath from France too long been chased,
¶And all her husbandry doth lie on heaps,
¶Corrupting in it own fertility.
¶Her vine, the merry cheerer of the heart,
¶Unprunèd, dies. Her hedges even-pleached,
3030Like prisoners wildly overgrown with hair,
¶Put forth disordered twigs. Her fallow leas
¶The darnel, hemlock, and rank fumitory
¶Doth root upon, while that the colter rusts
¶That should deracinate such savagery.
3035The even mead that erst brought sweetly forth
¶The freckled cowslip, burnet, and green clover,
¶Wanting the scythe, withal uncorrected, rank,
¶Conceives by idleness, and nothing teems
¶But hateful docks, rough thistles, kexes, burrs,
3040Losing both beauty and utility,
¶And all our vineyards, fallows, meads, and hedges,
¶Defective in their natures, grow to wildness.
¶Even so our houses, and ourselves, and children
¶Have lost, or do not learn for want of time
3045The sciences that should become our country,
¶But grow like savages -- as soldiers will
¶That nothing do but meditate on blood --
¶To swearing and stern looks, diffused attire,
¶And everything that seems unnatural.
3050Which to reduce into our former favor,
¶You are assembled, and my speech entreats
¶That I may know the let why gentle peace
¶Should not expel these inconveniences
¶And bless us with her former qualities.
3055King Henry If, Duke of Burgundy, you would the peace
¶Whose want gives growth to th'imperfections
¶Which you have cited, you must buy that peace
¶With full accord to all our just demands,
¶Whose tenors and particular effects
3060You have enscheduled briefly in your hands.
¶Burgundy The king hath heard them, to the which as yet
|¶There is no answer made.
|¶King Henry
|Well then, the peace
Which you before so urged ¶lies in his answer.
3065French King I have but with a curselary eye
¶O'erglanced the articles. Pleaseth your grace
¶To appoint some of your council presently
¶To sit with us once more, with better heed
¶To re-survey them, we will suddenly
3070Pass our accept and peremptory answer.
¶King Henry Brother, we shall. -- Go, uncle Exeter,
¶And brother Clarence, and you, brother Gloucester,
¶Warwick, and Huntingdon, go with the king,
¶And take with you free power to ratify,
3075Augment, or alter as your wisdoms best
¶Shall see advantageable for our dignity,
¶Anything in or out of our demands,
¶And we'll consign thereto. [To Queen Isabeau] Will you, fair sister,
¶Go with the princes, or stay here with us?
3080Queen Isabeau Our gracious brother, I will go with them.
¶Haply a woman's voice may do some good
¶When articles too nicely urged be stood on.
¶King Henry Yet leave our cousin Catherine here with us.
¶She is our capital demand, comprised
3085Within the forerank of our articles.
|¶Queen Isabeau
|She hath good leave.
Exeunt all but ¶King Henry, Catherine [and Alice].
|¶King Henry
|Fair Catherine, and most fair,
¶Will you vouchsafe to teach a soldier terms
3090Such as will enter at a lady's ear
¶And plead his love-suit to her gentle heart?
¶King Henry Oh, fair Catherine, if you will love me soundly 3095with your French heart, I will be glad to hear you ¶confess it brokenly with your English tongue. Do you ¶like me, Kate?
¶Catherine Pardonnez-moi, I cannot tell wat is "like me."
¶Catherine [To Alice] Que dit-il? Que je suis semblable à les anges?
¶Alice Oui, vraiment, sauf votre grâce, ainsi dit-il.
¶King Henry The princess is the better Englishwoman. ¶I'faith, Kate, my wooing is fit for thy understanding. I am ¶glad thou canst speak no better English, for if thou ¶couldst, thou wouldst find me such a plain king that 3115thou wouldst think I had sold my farm to buy my ¶crown. I know no ways to mince it in love, but ¶directly to say "I love you." Then if you urge me farther ¶than to say, "Do you in faith?", I wear out my suit. Give ¶me your answer, i'faith do, and so clap hands and a 3120bargain. How say you, lady?
¶Catherine Sauf votre honneur, me understand well.
¶King Henry Marry, if you would put me to verses or to ¶dance for your sake, Kate, why you undid me. For the one ¶I have neither words nor measure, and for the other I 3125have no strength in measure, yet a reasonable measure in ¶strength. If I could win a lady at leapfrog, or by ¶vaulting into my saddle with my armor on my back -- ¶under the correction of bragging be it spoken -- I should ¶quickly leap into a wife. Or if I might buffet for my 3130love or bound my horse for her favors, I could lay on ¶like a butcher and sit like a jackanapes, never off. But ¶before God, Kate, I cannot look greenly, nor gasp out ¶my eloquence, nor I have no cunning in protestation, ¶only downright oaths, which I never use till urged, 3135nor never break for urging. If thou canst love a fellow ¶of this temper, Kate, whose face is not worth ¶sunburning, that never looks in his glass for love of ¶anything he sees there, let thine eye be thy cook. I speak ¶to thee plain soldier. If thou canst love me for this, 3140take me. If not, to say to thee that I shall die is true, but ¶for thy love, by the Lord, no. Yet I love thee too. And ¶while thou liv'st, dear Kate, take a fellow of plain and ¶uncoined constancy, for he perforce must do thee right, ¶because he hath not the gift to woo in other places. For 3145these fellows of infinite tongue, that can rhyme themselves ¶into ladies' favors, they do always reason themselves ¶out again. What! A speaker is but a prater, a rhyme is ¶but a ballad, a good leg will fall, a straight back will ¶stoop, a black beard will turn white, a curled pate will 3150grow bald, a fair face will wither, a full eye will wax ¶hollow; but a good heart, Kate, is the sun and the ¶moon, or rather the sun and not the moon, for it ¶shines bright and never changes, but keeps his course ¶truly. If thou would have such a one, take me. 3155An take me, take a soldier. Take a soldier, take a king. ¶And what say'st thou then to my love? Speak, my fair, ¶and fairly, I pray thee.
3160King Henry No, it is not possible you should love the ¶enemy of France, Kate, but in loving me you should love ¶the friend of France, for I love France so well that I ¶will not part with a village of it; I will have it all mine. ¶And Kate, when France is mine and I am yours, then yours 3165is France, and you are mine.
¶Catherine I cannot tell wat is dat.
¶King Henry No, Kate? I will tell thee in French, which I am ¶sure will hang upon my tongue like a new-married wife ¶about her husband's neck, hardly to be shook off. 3170Je quand sur le possession de France, et quand vous avez le ¶possession de moi -- let me see, what then? Saint Denis be ¶my speed! -- donc vôtre est France, et vous êtes mienne. ¶It is as easy for me, Kate, to conquer the kingdom as to ¶speak so much more French. I shall never move thee in 3175French unless it be to laugh at me.
¶Catherine Sauf votre honneur, le français que vous parlez, il ¶est meilleur que l'anglais lequel je parle.
¶King Henry No, faith, is't not, Kate; but thy speaking of ¶my tongue and I thine, most truly falsely, must 3180needs be granted to be much at one. But Kate, dost ¶thou understand thus much English? Canst thou love ¶me?
¶Catherine I cannot tell.
¶King Henry Can any of your neighbors tell, Kate? I'll 3185ask them. Come, I know thou lovest me, and at night ¶when you come into your closet you'll question this ¶gentlewoman about me; and I know, Kate, you will to ¶her dispraise those parts in me that you love with your ¶heart. But good Kate, mock me mercifully, the rather, 3190gentle princess, because I love thee cruelly. If ever thou ¶beest mine, Kate, as I have a saving faith within me tells ¶me thou shalt, I get thee with scambling, and thou ¶must therefore needs prove a good soldier-breeder. ¶Shall not thou and I, between Saint Denis and Saint 3195George, compound a boy, half French, half English, ¶that shall go to Constantinople and take the Turk by ¶the beard? Shall we not? What say'st thou, my fair ¶flower-de-luce?
¶Catherine I do not know dat.
3200King Henry No, 'tis hereafter to know, but now to promise. ¶Do but now promise, Kate, you will endeavor for your ¶French part of such a boy, and for my English moiety, ¶take the word of a king and a bachelor. How answer ¶you, la plus belle Catherine du monde, mon très cher et divin 3205déesse?
¶Catherine Your majesty 'ave fausse French enough to ¶deceive de most sage demoiselle dat is en France.
¶King Henry Now fie upon my false French! By mine honor, ¶in true English, I love thee, Kate; by which honor I dare 3210not swear thou lovest me, yet my blood begins to ¶flatter me that thou dost, notwithstanding the poor and ¶untempering effect of my visage. Now beshrew my ¶father's ambition! He was thinking of civil wars ¶when he got me, therefore was I created with a 3215stubborn outside, with an aspect of iron, that when I come ¶to woo ladies I fright them. But in faith, Kate, the ¶elder I wax, the better I shall appear. My comfort is that ¶old age, that ill layer-up of beauty, can do no more ¶spoil upon my face. Thou hast me, if thou hast me, at 3220the worst; and thou shalt wear me, if thou wear me, ¶better and better. And therefore tell me, most fair ¶Catherine, will you have me? Put off your maiden blushes. ¶Avouch the thoughts of your heart with the looks of ¶an empress. Take me by the hand and say, "Harry of 3225England, I am thine." Which word thou shalt no sooner ¶bless mine ear withal but I will tell thee aloud ¶"England is thine, Ireland is thine, France is thine, and Henry ¶Plantagenet is thine," who, though I speak it before his ¶face, if he be not fellow with the best king, thou shalt 3230find the best king of good fellows. Come, your ¶answer in broken music, for thy voice is music and ¶thy English broken. Therefore, queen of all, Catherine, ¶break thy mind to me in broken English: wilt thou ¶have me?
3235Catherine Dat is as it shall please de roi mon père.
¶Catherine Den it sall also content me.
¶Catherine Laissez, mon seigneur, laissez, laissez! Ma foi, je ne ¶veux point que vous abaissez votre grandeur en baisant le ¶main d'une de votre seigneurie indigne serviteure. Excusez-moi, je ¶vous supplie, mon très puissant seigneur.
3245King Henry Then I will kiss your lips, Kate.
¶Catherine Les dames et demoiselles, pour être baisées devant ¶leurs noces, il n'est pas la coutume de France.
¶King Henry Madam my interpreter, what says she?
¶Alice Dat it is not be de fashion pour les ladies of 3250France -- I cannot tell wat is baiser en Anglish.
¶King Henry To kiss.
¶Alice Your majesty entend bettre que moi.
¶King Henry It is not a fashion for the maids in France to ¶kiss before they are married, would she say?
3255Alice Oui, vraiment.
¶King Henry Oh, Kate, nice customs curtsy to great kings. ¶Dear Kate, you and I cannot be confined within the ¶weak list of a country's fashion. We are the ¶makers of manners, Kate, and the liberty that follows 3260our places stops the mouth of all find-faults, as I ¶will do yours for upholding the nice fashion of your ¶country in denying me a kiss, therefore patiently, ¶and yielding -- [Kisses her] You have witchcraft in your lips, ¶Kate. There is more eloquence in a sugar touch of 3265them than in the tongues of the French council, and ¶they should sooner persuade Harry of England than a ¶general petition of monarchs. Here comes your ¶father.
Enter the French power [(French King, Queen Isabeau, Burgundy),] and the English 3270lords[, including Exeter and Westmorland].
¶King Henry I would have her learn, my fair cousin, how ¶perfectly I love her, and that is good English.
3275Burgundy Is she not apt?
¶King Henry Our tongue is rough, coz, and my ¶condition is not smooth, so that having neither the voice nor ¶the heart of flattery about me, I cannot so conjure up ¶the spirit of love in her that he will appear in his true 3280likeness.
¶Burgundy Pardon the frankness of my mirth if I answer ¶you for that. If you would conjure in her, you must ¶make a circle. If conjure up love in her in his true ¶likeness, he must appear naked and blind. Can you 3285blame her then, being a maid yet rosed over with the ¶virgin crimson of modesty, if she deny the appearance ¶of a naked blind boy in her naked seeing self? It were, ¶my lord, a hard condition for a maid to consign ¶to.
¶Burgundy I will wink on her to consent, my lord, if you ¶will teach her to know my meaning. For maids well ¶summered and warm kept are like flies at ¶Bartholomew-tide, blind, though they have their eyes, and then 3300they will endure handling, which before would not abide ¶looking on.
¶King Henry This moral ties me over to time and a hot ¶summer, and so I shall catch the fly, your cousin, in ¶the latter end, and she must be blind too.
3305Burgundy As love is, my lord, before it loves.
¶King Henry It is so. And you may, some of you, thank ¶love for my blindness, who cannot see many a fair ¶French city for one fair French maid that stands in my ¶way.
3310French King Yes, my lord, you see them ¶perspectively, the cities turned into a maid, for they are ¶all girdled with maiden walls that no war hath ¶entered.
¶King Henry Shall Kate be my wife?
3315French King So please you.
¶King Henry I am content, so the maiden cities you ¶talk of may wait on her. So the maid that stood in ¶the way for my wish shall show me the way to my ¶will.
¶King Henry Is't so, my lords of England?
¶Westmorland The king hath granted every article:
¶His daughter first, and in sequel, all,
3325According to their firm proposèd natures.
¶Exeter Only he hath not yet subscribèd this:
¶where your majesty demands that the king of France, ¶having any occasion to write for matter of grant, shall ¶name your highness in this form and with this 3330addition, in French: Notre très cher fils Henri, Roi d'Angleterre, ¶héritier de France; and thus in Latin: Praecarissimus ¶filius noster Henricus, Rex Angliae et Haeres Franciae.
¶French King Nor this I have not, brother, so denied
¶But your request shall make me let it pass.
3335King Henry I pray you then in love and dear alliance,
¶Let that one article rank with the rest,
¶And thereupon give me your daughter.
¶French King Take her, fair son, and from her blood raise up
¶Issue to me, that the contending kingdoms
3340Of France and England, whose very shores look pale
¶With envy of each other's happiness,
¶May cease their hatred, and this dear conjunction
¶Plant neighborhood and Christian-like accord
¶In their sweet bosoms, that never war advance
3345His bleeding sword 'twixt England and fair France.
¶Lords Amen.
¶King Henry Now welcome, Kate, and bear me witness all
¶That here I kiss her as my sovereign queen.
3350Queen Isabeau God, the best maker of all marriages,
¶Combine your hearts in one, your realms in one.
¶As man and wife, being two, are one in love,
¶So be there 'twixt your kingdoms such a spousal
¶That never may ill office or fell jealousy,
3355Which troubles oft the bed of blessèd marriage,
¶Thrust in between the paction of these kingdoms
¶To make divorce of their incorporate league,
¶That English may as French, French Englishmen,
¶Receive each other. God speak this amen.
3360All Amen.
¶King Henry Prepare we for our marriage; on which day,
¶My lord of Burgundy, we'll take your oath,
¶And all the peers', for surety of our leagues.
¶Then shall I swear to Kate, and you to me,
3365And may our oaths well kept and prosp'rous be.
Sennet. Exeunt.


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Latest Event Updates
The Promotion of Ulysses S. Grant: Setting the Stage for 1864
When 1864 began, Abraham Lincoln and the Union were at a crossroads. The Civil War was being won slowly and that was a problem. Despite huge wins at Gettysburg and Vicksburg in July of 1863, the public and press were still clamoring for victory at the beginning of the new year. Some politicians were clamoring for peace. Robert E. Lee and the Army of Northern Virginia were still on the loose; his army badly beaten after Gettysburg but they still could put up a fight at the beginning of 1864, albeit only on Virginia soil. The biggest problem for Lincoln was who could he put in charge of the Union armies to go after Lee in the eastern theater.
For two and a half years, the Army of the Potomac had protected the nation's capital. The army had also flailed away at trying to take the Confederate capital of Richmond and they were defeated on Virginia soil by Robert E. Lee each time. The only times Lee lost was on Union soil at Antietam (Sharpsburg) and Gettysburg. Five Generals had their crack at destroying Lee and the Army of Northern Virginia. Irvin McDowell lost at Bull Run (although Lee was not there in 1861) and McDowell was promptly removed from command as his armies retreated over civilians and politicians on their way back to Washington after the loss.
George McClellan thought himself the second coming of Napoleon. Lincoln did not. McClellan always thought he needed more men to go after Lee. Lincoln did not. McClellan always surmised that Lee outnumbered him at every turn. Lincoln did not. Even after a McClellan win at Antietam, Lee escaped Maryland as McClellan hesitated fearing a final Confederate attack. McClellan was removed from command of the Army of the Potomac in November of 1862.
McClellan was replaced by Ambrose Burnside. Burnside's tenure was short-lived. After a failed attack towards Richmond resulted in the disastrous failure that was the Battle of Fredericksburg, Burnside was removed in January of 1863. Joseph Hooker replaced Burnside and was quickly praised for raising morale and organization within the Army of the Potomac. However, failure to win at Chancellorsville and arguments over the protection of Washington and Baltimore, Hooker resigned in late June of 1863 and was reassigned to the West later that summer.
General George Meade was only on the job for four days when the Battle of Gettysburg began. When it was over, Meade failed to pursue a weakened Army of Northern Virginia. Lincoln, again, was frustrated with whomever was in command. Lincoln felt the war might have been shortened drastically had Meade pursued Lee on the third day after the disaster that was Pickett's charge. But Meade, like McClellan, felt a counter attack by Lee was forthcoming. It was not.
Union victories in the fall in Tennessee at Chattanooga and Knoxville secured a launching pad to invade the deep South. The stage was set in 1864 for the Union to make great strides in strangling the South by invading Georgia and going after Lee in Virginia. Who was going to lead that charge? With victory in the distance, Lincoln knew it could not be Meade. Meade was a good General with great organizational and tactician skills, and he could command troops in the heat of the battle, but he was not the great strategist and commander of other generals. Lincoln turned his eye to the West to find the right man to get the job done. It would be a controversial selection to some, but to Lincoln, it was the only choice at the end of 1863.
In February of 1864, Lincoln began the machinations needed to place Grant in charge of all Union forces. That choice was one that was developed and cultivated over two years despite the two men never having met until 1864. Historian John Simon said:
While Grant fought the war in the West, his only contact with Lincoln came through correspondence, and there was no great amount of it. Yet the man in the White House kept a careful eye on Grant, who held a series of posts so vital that mismanagement would have been fatal.
Here is one telegram that Lincoln had written Grant after the Siege of Vicksburg.
"I do not remember that you and I ever met personally. I write this now as a grateful acknowledgement for the almost inestimable service you have done the country. I wish to say a word further. When you first reached the vicinity of Vicksburg, I thought you should do, what you finally did–march the troops across the neck, run the batteries with the transports, and thus go below; and I never had any faith, except a general hope that you knew better than I, that the Yazoo Pass expedition, and the like, could succeed. When you did get below, and took Port-Gibson, Grand Gulf, and vicinity, I thought you should go down the river and join Gen. [Nathaniel] Banks; and when you turned Northward East of the Big Black, I feared it was a mistake. I know wish to make the personal acknowledgement that you were right, and I was wrong."
For many historians, this was the beginning of the relationship where Lincoln would state his objections to what Grant was doing but then quickly defer to Grant's expertise.
For Ulysses S. Grant, the rise to head the Union Army in 1864 and gain the confidence of Abraham Lincoln began in 1862. Victories at Fort Donnelson, Fort Henry and Shiloh brought Grant fame and some of it was not so kind. High casualty rates caught the attention of the press and earned him the nickname of "Grant the Butcher." It did not bother Grant. And more importantly, it did not bother Lincoln who was to have allegedly said, "I cannot spare this man; he fights."
In 1863, Grant's Mississippi campaign aimed to divide the Confederacy in half. Historian E.B. Long called Grant a "great organizer of war, too often submerged because of the more spectacular events he engineered." This quality was one that endeared Grant to Lincoln. When complaints of Grant's drinking in times of boredom became an issue, Lincoln was said to have quipped "that if he could find out what brand of whiskey Grant drank, he would send a barrel of it to all the other commanders."
In addition to his skills on the field of battle, Grant also had friends in high places. One was his neighbor from Galena, the ranking Republican in the House of Representatives, Elihu B. Washburne. Washburne had the tug of Lincoln's ear and would often praise Grant and give assurances to Lincoln about Grant's ability and drinking, and even Grant's political aspirations, which were none.
Lincoln wanted a man who could get things done. One view of the hiring by Samuel H. Beckwith, a War Department telegraph operator, who believed that Grant:
"was selected as Lincoln's last hope, and when the President knew his worth and saw his handiwork, he placed the army in his keeping and backed the intrepid solider in his every move. And Grant appreciated highly the cooperation and loyal support given him from Washington. Unlike McClellan and his successors, he did not bombard the Capitol with petitions and remonstrances and criticisms and appeals for reenforcements."
In late February of 1864, Lincoln asked Congress to revive the rank of Lieutenant General in the US Army. On February 29, the Senate obliged and Lincoln put in Grant's name for the command of all Union forces.
After meeting Grant for the first time in Washington, Lincoln and Grant discussed war aims, expectations, and their roles in the war. Lincoln said of meeting Grant:
"Well, I hardly know what to think of him, altogether, I never saw him, myself, till he came here to take the command. He's the quietest little fellow you ever saw. . . . The only evidence you have that he's in any place is that he makes things git! Wherever he is, things move!"
Their relationship was set up that Grant was to make the decisions on how to best achieve Lincoln's political goals using the military. 1864, after all, was an election year. If the war was not almost finished by the fall, Lincoln knew he would not be re-elected, peace could come with a Democratic President, and the grand experiment known as the Union would be over.
For Grant, when word of promoting him first came about on a suggestion by Secretary of War Edwin Stanton in the fall of 1863, Grant was reluctant and hesitant to take such a position. He initially wanted no part of it. Part of the reason was Grant did not like politics and the second was he did not like Washington meddling in the affairs of the Army.
Somehow, during the winter of 1863-64, Grant changed his mind in part to end what he did not like about the post, and more importantly, because of Lincoln. Through communications, Lincoln displayed a unique ability to state his own opinion on a matter while deferring to other's expertise of Grant's command, skills, and ability to be fit for the job (not be drunk).
Shortly after Grant was given the rank of Lieutenant General, he began developing a plan that strategically required the Union to attack on all fronts against the Confederates in 1864. The logistics of this plan Grant did not share with Lincoln. Lincoln wrote this telegram to Grant in early April of 1864:
Not expecting to see you again before the Spring campaign opens, I wish to express, in this way, my entire satisfaction with what you have done up to this time, so far as I understand it. The particulars of your plans I neither know, or seek to know. You are vigilant and self-reliant; and, pleased with this, I wish not to obtrude any constraints or restraints upon you. While I am very anxious that any great disaster, or the capture of our men in great numbers, shall be avoided. I know that these points are less likely to escape your attention than they would be mine. If there is anything wanting which is within my power to give, do not fail to let me know it.
And now with a brave Army, and a just cause, may God sustain you.
The fact that Lincoln was alright with not knowing the plan kept Grant happy and it kept Lincoln happy too that April of 1864. He later quipped to the press when asked about the spring strategy that April:
"He hasn't told me what his plans are […] I don't know, and I don't want to know. I'm glad to find a man who can go ahead without me."
Grant was preparing to cross the Rappahannock River and go after Robert E. Lee. That was what Grant was hired to do – to lead. In May of 1864, Grant began earning his new pay grade.
Ulysses S. Grant: "Personal Memoirs"
Bruce Catton "Grant Takes Command"
Charles Bracelen Flood, "Grant and Sherman: The Friendship That Won the Civil War";
Jean Edward Smith, "Grant"; The War of the Rebellion: A Compilation of the Official Records of the Union and Confederate Armies," Vol. 32, Pt. 3"
James MacPherson: Ordeal by Fire
Stephen Woodworth: Nothing but Victory
John Y. Simon and Michael E. Stevens, New Perspectives on the Civil War: Myths and Realities of the National Conflict
David L. Wilson and John Y. Simon, Ulysses S. Grant: Essays and Documents, p. 19. (E.B. Long, "Ulysses S. Grant for Today").
Diane Nash: A True Heroine in Leadership and Bravery
Not everyone is born to lead. Not everyone has greatness thrust upon them. Not everyone lives in remarkable times. For Diane Nash of Chicago, she did all three in just a short span of time. Diane Nash's life changed when she left Chicago behind in the late 1950s to go to college – first at Howard University in Washington, and then at Fisk University in Nashville. There in Tennessee, the young coed met Southern segregation for the first time. As a result, she became a leader in fighting against segregation. Nashville and that fight came to define the rest of her life and helped changed the nation.
Born in Chicago in 1938, Diane grew up on the south side in a middle class neighborhood and attended Catholic schools. While her father was overseas during World War II, her grandmother, Carrie Bolton, helped raised her and became a huge influence on how Diane looked at the world and treated other human beings. Her grandmother taught her that no one person was better than any other. After World War II ended, her father came home, her parent's marriage ended, her mother remarried, and yet her Grandmother still remained in her life.
Even in that positive environment, Diane experienced racism and discrimination. However, racism in the North was more subtle than in the South. Most racism was unspoken. Diane experienced Northern racism whenever she tried to enter beauty pageants. She was denied entrance to several because of the color of her skin. She was even denied entrance to a charm school because it "was not equipped to handle Negroes." She graduated with honors from Hyde Park High School. When it came time to pick a college, Diane chose Howard University in Washington, D.C. She later transferred to Fisk University in Nashville to major in English.
Heading South: The Sit-Ins
It was in Tennessee that Diane experienced a more "in-your-face" spoken and legislated form of racism. Diane writes:
In September 1959, I came to Nashville as a student at Fisk University. This was the first time I had been as far south as Tennessee; therefore it was the first time I had encountered the blatant segregation that exists in the South. I came to see the community in sin.
The controlling nature of this form of segregation was an affront to the young Nash, as if being slapped in the face constantly. From the signs in every place in society to being denied service in commercial parts of the city, Nash knew she had to do something. Her frustration at being treated so overtly turned to anger.
Under the guidance of James Lawson, Diane began to learn nonviolent forms of protest. As the young age of 22, Diane rose quickly into a leadership position in the newly formed Student Non-Violent Coordinating Committee. At Fisk University, Diane's natural leadership and stunning presence began to attract members to the organization. In early 1960, inspired by the Greensboro Four Sit-In in early February, Diane organized a sit-in in Nashville for late February.
Nash describes the scene:
The sit-ins were really highly charged, emotionally. In our nonviolent workshops, we had decided to be respectful of the opposition and try to keep the issues geared toward desegregation. And the first sit-in we had was really funny, because the waitresses were nervous. They must have dropped $2,000 worth of dishes that day! I mean, literally, it was almost a cartoon. I can remember one in particular. She was so nervous, she picked up the dishes and dropped one, and she'd pick up another one and drop it. It was really funny, and we were sitting there trying not to laugh, because we thought that laughing would be insulting. At the same time, we were scared to death.
When the police came, they arrested whoever was sitting at the counter. The police became perplexed quickly as the empty seats were soon filled with new protesters to arrest.
Nash explained her view of the Civil Rights Movement:
The Negro is seeking to take advantage of the opportunities that society offers; the same opportunities that others take for granted, such a cup of coffee at Woolworth's, a good job, an evening at the movies, and dignity. Persons favoring segregation often refer to the rights of man, but they never mention the rights of Negro men.
The Sit-Ins drew national attention to the cause, but also to Diane. She knew the risks involved. As one of the few women in a leadership role, Diane spoke eloquently and forcefully for human dignity in ending segregation.
In leading a march to the steps of city hall in Nashville, Diane stood face-to-face with the mayor of Nashville, Ben West. Diane, calmly but firmly asked Mayor West, "…do you recommend that the lunch counters be desegregated?" To many people's surprise, he answered "Yes."
Spurred on by her success, Diane organized other protests in and around Nashville's downtown economic center thereby desegregating the city through economic power and boycotts.
Showing such grace, style, and a steadfast approach to bridging the race barrier, Diane left Fisk without graduating. Her professors understood that she had a greater calling. Over the next five years, Diane Nash was at the center of the Civil Rights Movements greatest moments. She was also behind the scenes orchestrating them as well. She became a key strategist for the Southern Christian Leadership Conference from 1961-65.
Other Key Events
The leadership skills Diane learned at Fisk would serve her well in several other key moments in the movement. In Rock Hill, South Carolina, she was arrested in early 1961 and refused to pay bail – a strategy that she in part helped to plan in order to clog the jails. When arrested, Diane wanted Civil Rights protesters to not post bail but rather remain in jail and cause the local government to spend more money to house and feed them all. Not all agreed with her methods including her father who sent these telegrams to President Kennedy.
In 1962, while six months pregnant, Diane refused to post bail and was sentenced to two years in jail. She said, "I believe that if I go to jail now it may help hasten that day when my child and all children will be free – not only on the day of their birth but for all their lives." A judge was none too happy and commuted her term to ten days.
Diane was also a strategist for the Freedom Rides that included her then husband, James Bevel. Her she explains the event and strategies:
Here is a letter she wrote to the Kennedy Administration about actions taken in Mississippi against the riders.
While many of the riders served several months in jail, her leadership garnered the attention of the President Kennedy. She was named by President Kennedy to a committee that began the Civil Rights Act. She later worked for the SCLC in Selma in 1965 and spoke out against Vietnam in 1967.
The leadership skills she learned in Nashville served her well throughout her life and have helped many people. She reflected on those times by saying:
The movement had a way of reaching inside me and bringing out things that I never knew were there. Like courage, and love for people. It was a real experience to be seeing a group of people who would put their bodies between you and danger. And to love people that you work with enough that you would put your body between them and danger […] But when the time came to go to jail, I was far too busy to be afraid. And we had to go, that's what happened. I think it's really important that young people today understand that the movement of the sixties was really a people's movement. The media and history seem to record it as Martin Luther King's movement, but young people should realize that it was people just like them, their age, that formulated goals and strategies, and actually developed the movement. When they look around now, and see things that need to be changed, they should say: "What can I do?"
When the Civil Rights Movement began to wane, Diane returned home to Chicago where she still lives. She has spent the last 45 years working tirelessly to help people find affordable housing, taught in the Chicago Public Schools, and is an advocate for Civil Rights. She tours the country and is a highly sought after public speaker.
Diane Nash's experiences were unique because of the remarkable times, but her leadership also helped to make them remarkable. Her strategies meant that some would die and that she was putting her own life at risk for freedoms denied. When most of the leaders of the movement were men, she, as a woman, stood out as an inspiration. Her distinct style, manner, grace, and forthright ability to find solutions made her an excellent leader. She is a true heroine.
Women and the Civil Rights Movement
The Children by David Halberstam
Freedom's Daughters: The Unsung Heroines of the Civil Rights Movement from 1830 to 1970
Video Interviews
Teaching D-Day: Surviving the Invasion
Having a student teacher in the fall has its advantages. I spent a lot of time watching her try new things and doing different type of lessons. During the Civil War unit, she made the students hard tack. She was very good and will make a good teacher wherever she goes. During many of her lessons I would be surfing on a tablet for new things to use in the classroom to reinvigorate me, the lessons and, ultimately, the students. In early November, I took my little history club over to Cantigny in Wheaton, Illinois, where they have the museum for the US Army First Division. While on the website booking the trip I came across some great resources. I immediately downloaded the pdf files and began cherry picking what I could use. Once I came across these resources, I knew I was onto to redoing how I teach DDay.
I am one of those teachers who doesn't teach the same way every year, or should I say as I did when I started teaching. Technology, mainly the Internet, has changed a lot of that. Just using Google allows me to access historical sites, pictures, journals, and maps from repositories all over the world. What once was the sole bastion of scholars who visited libraries and museums is now available at the click of a finger.
Before this great adventure, I had done all kinds of different approaches to teaching about the world's greatest invasion. I has shown parts of "Band of Brothers," used maps, scenarios, photograph analysis, Eisenhower's DDay Letter, and/or simulations. That lesson was usually one day long. But I wanted to make it unique and something they wouldn't forget after the test. So, I began to restructure the lesson. Some elements remain from past lessons, and some new elements were created. This lesson should take three days to do this week. Key word is should – it might take four…..or five.
Day One…
It all begins by connecting what they learned with what they are going to learn. So, to connect their learning, I use a cartoon.
This is by Dr. Seuss. The students have already seen several cartoons by Dr. Seuss about World War II, but this cartoon is about the ramifications from the Battle of Stalingrad which they just learned about the day before. When teaching cartoons, some kids struggle with the symbolism, but they can at least identify objects, actions, and words in the cartoon. Once the basics are established, I go for three higher order/critical thinking questions:
- Which words are of most importance?
- Predict what you think will happen when Winter sits up
- Why does that matter?
The students must think about the implications of winter ending and what Hitler will do and what the US (you and me) will do, too.
After that discussion, I go into a few notes and pictures on Fortress Europa, the Atlantic Wall, Italy, the Battle of Kursk in 1943. That should take about 7-10 minutes. The emphasis is on opening up a second front in Europe. Once 1944, comes, I shift gears and segue into a scenario about where to invade in France to open up a second front and create a German sandwich. The students will get a map, some descriptions of the four places. They are to then get in small groups make a chart that analyzes the positives and negatives about each place.
The choices will be Dieppe, Calais, Cherbourg, and Havre.
As a class we will then go over the columns and select one landing spot and then I will spill the beans about what the choice was.
Every time I teach a new lesson, you would think that after 20+ years, I would know how long things are going to take. I do, but when it comes to the interest the students show by asking questions, I never know. Some classes don't ask many questions, others ask a lot. I hope that by this time, the lesson should be 30 minutes in. The lesson turns again when I will ask one simple question, "How do you hide the largest invasion force in history?" The students had previously learned that the Germans did have spies in Britain during the Battle of Britain and the British were masters of deception during the Battle of El Alamein. Students then will be asked to come up with some strategies about how to deceive the German spies in Britain and those listening on BBC radio across the English Channel in northeastern France. Once the students put forth their deceptive answers, I will show them some pictures and some information on Operation Fortitude – the plan for deceiving German Intelligence.
Day one ends (I hope) with me putting a nice ribbon and bow on everything by tying all three parts of the lesson together – the cartoon, the chart, and the deception. The students then get a worksheet about DDay that examines some cartoons that were published just before the invasion.
Day Two
This day begins by quickly reviewing the previous days events and then examine 2 letters. The first comes a surprise. It is the letter that Eisenhower wrote in case DDay failed.
"Our landings in the Cherbourg-Havre area have failed to gain a satisfactory foothold and I have withdrawn the troops. My decision to attack at this time and place was based upon the best information available. The troops, the air and the navy did all that bravery and devotion to duty could do. If any blame or fault is attached to the attempt it is mine alone."
We will discuss why this letter was written. We will also discuss their reactions to reading it, and finally, we will discuss why it never saw the light of day.
Moving on, the students then read Ike's letter to the troops. They then answer four questions about it.
Soldiers, Sailors and Airmen of the Allied Expeditionary Force!
You are about to embark upon the Great Crusade, toward which we have
striven these many months. The eyes of the world are upon you. The
hopes and prayers of liberty-loving people everywhere march with you.
In company with our brave Allies and brothers-in-arms on other Fronts, you will bring about the destruction of the German war machine, the elimination of Nazi tyranny over the oppressed peoples of Europe, and security for ourselves in a free world.
Your task will not be an easy one. Your enemy is well trained, well
equipped and battle hardened. He will fight savagely.
But this is the year 1944! Much has happened since the Nazi triumphs of
1940-41. The United Nations have inflicted upon the Germans great defeats, in open battle, man-to-man. Our air offensive has seriously reduced their strength in the air and their capacity to wage war on the ground. Our Home Fronts have given us an overwhelming superiority in weapons and munitions of war, and placed at our disposal great reserves of trained fighting men. The tide has turned! The free men of the world are marching together to Victory!
I have full confidence in your courage and devotion to duty and skill in battle. We will accept nothing less than full Victory!
Good luck! And let us beseech the blessing of Almighty God upon this great and noble undertaking.
SIGNED: Dwight D. Eisenhower
1. Underline the ten keys words in the letter.
2. What events had taken place before the letter?
3. Why did he the write letter?
4. What might have happened after?
We discuss word choice and other possible words. The highlight of the four day lesson comes next to me. I hand out a packet of pictures that has artifacts that the soldiers used to survive the invasion. Students guess for what each artifact was used.
I do not tell them what they are or how they were used. We discuss their possible uses and it is a great activity as students should get pretty creative with their answers (I do something similar in the Civil War but about life in camp). They now have to figure out what the artifacts were used for by watching an educational film from the Discovery Channel called "Surviving DDay." For the last 15 minutes of Day Two, we begin watching the film. Students are to identify artifacts in the movie and write down how they helped the soldiers survive. The students get a map worksheet for their assignment.
Day Three
The third day begins by using resources from Cantigny (mentioned above) that include some journals/diaries by soldiers. We read one today and another one on Day Four. This will give a glimpse into the struggles the soldiers faced and how they had to problem solve on the beaches. After the discussion, we resume the video.
At several points during the film, we will stop and discuss certain artifacts and their implications on survival. Students will also have time to pair and share information every fifteen minutes during the film (I don't like to make them sit there – who wants to do that?). This makes me think that four days may not be enough.
At the end of class, the students get a second map worksheet about the dangers on the beach.
Day Four
The second diary entry is read, discussed, and then students finish watching the video. The remaining time in class is spent making a pamphlet called "Surviving DDay" using the artifacts from the film. When the film concludes, I have a few notes on the implications of the invasion and how it fits in the context of the war, problem solving, and critical thinking. I hope that four days is enough. It is a lot of time to spend on one event but "more on less" is a philosophy I believe in. I hope this turns out to be an experience that they remember. It could be five days. If it is, I will adjust. I would be OK with that.
Becoming an Historian: A Weird and Wacky Path
The other day in class, a student asked me why I became an historian. It was hard to answer. In fact, all I could come up with was, "I don't think it was any one thing, but a series of events pushing me to becoming an historian." And I think that it is different for every historian. Looking back at my life, five things influenced me into loving history: the context of my life, television, some wonderful professors, my family, and some great books and authors.
The Context of My Life
Being born in 1963, some of first memories are of the war in Vietnam, the Civil Rights Movement, and the Beatles. Every day, my family would gather round the television at 5:30 p.m. to watch Walter Conkrite do the CBS Evening News. The images I saw still impact me today. I am a very visual teacher in that students examine a lot of images like political cartoons and images. For me, the images of Vietnam have been seared into my brain. They do not haunt me, but I will always remember the images I saw like "Napalm Girl," "Shell Shocked-Soldier," and Eddie Adams' "The Assassination." I introduce them to my students along with other images from that era including the Civil Rights movement in Birmingham, Bull Connor, Malcolm X, and the Black Panthers. The era is ripe with stark images of the events.
Add in my own personal fascination with the Beatles, and everything about them. When older, I began researching them and finding out information about them. They were my favorite band up until I was a junior in high school. That fascination would continue when I began listening to Led Zeppelin, The Police, Rush, and Pearl Jam – my other favorite bands. I always researched every artist. I still do today. I dig into their past and find out who influenced them, why they picked up an instrument, and how they got in the record business. It is always interesting to me.
You wouldn't think that TV as a medium would influence an historian in the pre-cable days, but the show I would always watch when I came home from school was "Hogan's Heroes." I know it sounds corny, but the truth of the matter is that I wanted to learn more about what was happening on each episode of "Hogan's Heroes." I would always use an encyclopedia to find out about something mentioned on Hogan's Heroes whether it was the Gestapo or the city of Hamburg or some member of the Nazi hierarchy. It really piqued my interest in World War II. I remember there was a kid in my class named Larry Weaver whose dad served in World War II. His dad had brought back/mailed stuff from his service and I always thought those artifacts, including a Luger and a Nazi flag, were the coolest things!
College Professors
When I went to college in 1982 to Western Illinois University, I had the great honor of learning under Larry Balsamo and the late Darrel Dykstra. Both were quite different in their teaching styles and I think I liked that about them. Larry Balsamo was very energetic, always had a story to tell, and he loved the little details he found interesting that no one else did. His Civil War and Reconstruction class is my all-time favorite class. It was hard if you had Larry not to love history because he did so much.
Darrel Dykstra was the opposite of Larry Balsamo. He was quiet, reserved, and meticulous when I learned about Middle East History. His attention to detail and material were some of my favorite of college including a book we had to read called "Guests of the Sheik."
Fifteen years later, I had the pleasure of taking a class in grad school at NIU with the late Jordan Schwarz. Dr. Schwarz was a huge Cubs fan, but he taught me a lot about writing history. After the class ended, I played golf with him several times and all we talked about was the Cubs…nothing else. I have enough Andy Pafko stories to last me a lifetime.
Another professor who had a huge impact on my career was Bruce Field, now at South Carolina. Bruce engaged me to write the proper lesson plan (he would later speak at my wedding as he was friends with my wife before I met my wife). Later, Carla Shaw of NIU tapped into my creative side to get me to create my own teaching models/style for history. She had a huge influence on how I teach. Later, she would be my initial doctoral adviser before her retirement. She Skyped into my oral defense. I was really touched.
The Family
My older brother Mark had some influence on me when it comes to being an historian. He is five and half years older but he always used to have models he constructed of the space program. There used to be models of a Saturn V rocket, the lunar lander and the capsules on his shelf. I found them so interesting. I tended to build model battleships/aircraft carriers. But when he left for college in 1976, I had the bedroom to myself and one of the first things I did was to research the space program including each astronaut and Apollo mission.
My parents probably had the biggest role in me becoming an historian. In the early 1970s, they bought a set of encyclopedias and a set of World Book Year Books. They would keep adding the Year Books until I graduated. I found them fascinating and even read them throughout college. Having moved several times in my youth and young adulthood, the yearbooks were like my best friends as I read them constantly to find out what happened before I had memories, and to gather more data about what events I did remember from my youth. As I sit here and watch some football, I also remember using the yearbooks to look back at who won sports championships in those years.
Books on History
Beginning when I was in 5th grade and through my late 40s, I read a lot. It was not until 8th grade that I read my first historically tinged book. It was in 8th grade history class with Kent Crear at Polo Junior High School that I read "All the King's Men" by Robert Penn Warren and it was stunning! Today, it is still one of my favorite books of all time ( I never did see the Sean Penn movie as I thought there was no way it could match the book). I think the book that got me hooked on history was "Ordeal By Fire (1st Edition)" by James McPherson. I read it when I was junior in college (1984) and I found it totally fascinating. Up to that point in my life, I loved short stories, science fiction, and 19th century literature. From that point on, it was all history for the next few years (along with Science Fiction). Today, I like Doris Kearns Goodwin and her writing style, Michael Beschloss is good, too, along with John Eisenhower, and I can read about the New Deal by Jordan Schwarz anytime.
Thinking about it, I could add baseball cards, being a Cubs and Bears fan, but whatever I get interested in, I learn the history about it. I know these things are what made made me an historian, but what keeps me an historian are the students that I teach. I still enjoy learning about history and sharing it with them. I don't really consider it teaching, just sharing what I enjoy about the past and how I found it and experience it. In the present, my wife and I rarely plan a vacation unless it involves a historical site or two. In fact, that is my plan for this summer. I plan on going down to Nauvoo to see some Mormon history, over to Hannibal for Mark Twain, and then on to Kansas City for some Negro League Museum stuff. It is who I am. It is what I do. It is what I enjoy.
World War II and Christmas: Transforming Traditions
Many of the Christmas traditions we do today were established DURING World War II.The event truly reshaped how Christmas is celebrated in this country. A lot of the changes happened because of shortages, but even more happened because time and distance separated loved ones.
Early Christmas shopping, for example, began because of the time it took to ship things overseas. Packages sent to soldiers during the war had to shipped by the middle to late of October in order to make it to remote parts of the Pacific by Christmas.
The traditional Christmas tree also saw a transformation. Due to several shortages, the tree was affected by the war in several ways. First, glass ornaments originally made in Japan and Germany were no longer available. Instead, the Corning Glass Company of New York transformed their light bulb machines to make glass Christmas ornaments instead. In addition, ribbons and bows now used also changed because shortages of materials. Most surprising was the change of the tree. Trees and lumber were needed more for the war effort. So, artificial trees soon were produced to fill the gap and many families adjusted to the new tradition. Companies also began making cut out prints of ornaments for families to make from any material they could find in order to save things needed for the war effort.
Most of the songs we sing including "White Christmas," "Have Yourself a Merry Little Christmas," "Let It Snow," Baby, It's Cold Outside," and many more were written in this time period and worked into films during and after the war. Probably the most famous song from Christmas in the war was "I'll Be Home for Christmas." The sentiments and longings in the lyrics made it an instant holiday classic.
Jim Kushlan, publisher of America in World War II Magazine stated this about the effect the war had on the holiday:
"Many of Baby Boomers [the generation born after the war] are parents or grandparents now. Our nostalgia for the Christmases our parents gave us have shaped our own celebration. In the process, we have given our youngsters memories of Bing on the stereo, piles of gifts under the tree, and the feel of '40s yuletide. Odds are, that's what they'll be nostalgic for."
The look of Santa during the War has remained constant since the early 1940s.Prior to the war, Santa took the form of the European version of Santa Claus. During the war, Jolly Old Saint Nick got a more American look.
However, some things have changed slightly since then, most notably the food. Here is the menu for what FDR and Churchill had one Christmas. You will notice some familiar items and some not so familiar items.
And this is what the One Hundred First Infantry Battalion had. Notice the oysters, but the turkey and all its trimmings are still there including my favorite, pumpkin pie!
So, as those soldiers came home, loved ones kept the traditions they started during the war and passed them on to their children and their children's children. World War II truly transformed Christmas in America.
For further reading
John Eisenhower: A Great Historian
Being born the son of Dwight Eisenhower was never easy for John Eisenhower. However, he staked out his own career in the military, and more importantly for me, as a military historian. In 1994, I was writing a 30 page paper of my own for a graduate class. Eisenhower's book, Intervention, about the Wilson administration in Mexico was the foundation for my research paper. I still remember vividly sitting at the Holmes Student Center at NIU in the spring of 1994 and pouring over each page as it dripped with detail. I still have my notebooks of notes I took just from that one book. I scoured the bibliography to lead me to other sources including State Department memos. It was then I think I truly became a historian. Today, Mr. Eisenhower passed away at the age of 91.
I, for one, think he is one of the most under rated historians of the past 30 years. While Doris Kearns Goodwin, Michael Beschloss, David McCullough, Ken Burns, and Stephen Ambrose have gotten more press in the past 30 years, Eisenhower matched and surpassed them in analysis, research, and acumen when it came to his works.
When most people retire, they slowly fade away to a simpler life. For John Eisenhower, it became the time to follow his passion for history, more specifically, military history. He is best known for The Bitter Woods about the Battle of the Bulge and his classic So Far from God about the Mexican-American War.
Here are a few other works to seek out of his:
Allies: Pearl Harbor to D–Day. Doubleday. 1982.
Agent of Destiny: The Life and Times of General Winfield Scott. Free Press. 1997.
Yanks: The Epic Story of the American Army in World War I. Simon and Schuster. 2001.
Zachary Taylor. Macmillan. 2008.
A Morning in June: Defending Outpost Harry. University of Alabama Press. 2010.
Fred Hampton: An Assassination Gone Wrong
"So we say — we always say in the Black Panther Party that they can do anything they want to to us. We might not be back. I might be in jail. I might be anywhere. But when I leave, you'll remember I said, with the last words on my lips, that I am a revolutionary. And you're going to have to keep on saying that. You're going to have to say that I am a proletariat, I am the people." ~ Fred Hampton
Not many people today know who Fred Hampton was outside of Chicago. In 1969, not many knew either. At 21 years of age in 1969, Hampton and fellow Black Panther Mark Clark were assassinated by the Chicago Police Department and the FBI. The resulting investigation into their deaths would end careers but also shed light on the dirty tactics of J. Edgar Hoover and the cult of fear in white America surrounding the Black Panther Party.
The Black Panther Party did not begin in Illinois. It migrated there from California. Formed by Huey Newton and Bobby Seale in Oakland in 1966, the original purpose of the party was to defend itself from police brutality and authority. Their ten point plan (see poster below) called for the taking back of neighborhoods through programs in the community. In White America, the Black Panther Party for Self-Defense was a cause for major concern as the party itself was an armed group. Photographs of armed black radicals caused the rise of fear in the public eye and in the halls of Washington, mainly the office of J. Edgar Hoover, Director of the FBI. Hoover deemed the group too radical and went as far as calling them terrorists.
For Fred Hampton and many other black youth of the time period, the Black Panther Party attracted youth for their radical ideas of standing up to oppression in black communities. At this time, America was at war in Vietnam and here at home. The Civil Right movement that began in the south in the 1950s and early 1960s fought segregation. By the middle 1960s, the movement had come north but the goals were completely different. The movements in the South had fought for the extinction of the last vestiges of Jim Crow Laws. While in the North, unwritten forms of segregation were evident in housing, jobs, education, and opportunity.
Hampton grew up in Maywood, Illinois, and graduated with honors from Proviso East High School in 1966. He was a scholar and an athlete and dreamed of playing for the New York Yankees. In 1967, Hampton was arrested for allegedly robbing a Good Humor Ice Cream truck of $71. The case would take two years to get to trial.
In 1967 and 1968, Hampton was an organizer for the NAACP recruiting over 500 people to join the ranks. In addition, he tried to create more recreational areas for youth in the city. A pre-law major at Triton Junior College, Hampton was well aware of the brutality of the day as he and fellow NAACP would often follow police on their rounds to find instances of police brutality in the community. The non-violent structure of the NAACP was not enough for Hampton. He wanted something more.
In 1968, Fred Hampton joined the Black Panther Party. He rose quickly through the ranks. Hampton was a charismatic young leader. He was knowledgeable, well read, and commanded the microphone. He brokered peace deals between rival street gangs, and additionally coalesced several student and civil rights groups into what he called "the rainbow coalition" years before Jesse Jackson and Operation PUSH.
In 1969, Hampton ascended to be the head of the Black Panther Party in Chicago. With that title came scrutiny from within Chicago and Washington. The FBI actually opened a file on Hampton beginning in 1967. By 1969, the file was 4000 pages long. But as a Panther, Hampton's so called "radical" activities included: starting a People's Medical Clinic, education classes, a free breakfast program, police oversight, and holding weekly rallies in the community to raise awareness and inform the public.
Throughout 1968 and 1969, leaders in this new era of the Civil Rights movement wound up either in dead or in jail. Some groups even fragmented. Hampton's mentor, Bob Brown left to start a new group with Bobby Seale. Hampton knew his days as a free man were numbered. Hampton's previous arrest from 1967 finally saw the inside of courtroom in May of 1969. He was found guilty and sentenced to 2-5 years. Hampton got out a $25,000 appeal bond.
Throughout 1969, confrontations between Chicago Police and the Black Panther Party grew with deaths on both sides. With urging from J. Edgar Hoover, the Chicago Police and the FBI stepped up their surveillance on Hampton, his new girlfriend, and their living arrangements. The FBI had grown tired of Hampton and saw him as a threat to stability. They got a warrant to search his apartment for weapons and were hoping to put him away on that charge since the burglary charge had not stuck yet. The FBI even had an informant, William O'Neal, infiltrate the organization. The night before the raid, O'Neal put a chemical substance into Hampton's food and drink so that Hampton would be unconscious when the raid began in the morning.
December 4, 1969, the Chicago Police entered Hampton's apartment expecting to find 20 Black Panther Party members in residence. Only Clark and Hampton were there. They were soon killed. The amount of fire power used to kill the two men was overwhelming and overpowering creating a bloodbath. State's Attorney Edward Hanrahan claimed that Hampton and Clark fired first citing two holes near a door as evidence. They later turned out to be nails.
Hampton's girlfriend, Deborah Johnson, who was present, describes the carnage and how the raid took place
"Someone came into the room, started shaking the Chairman, said, "Chairman, Chairman, wake up. The pigs are vamping." Still half asleep, I looked up, and I saw bullets coming from, it looked like, the front of the apartment, from the kitchen area. They were — pigs were just shooting.
And about this time, I jumped on top of the Chairman. He looked up. Looked like all the pigs had converged at the entranceway to the bedroom area, back bedroom area. The mattress was just going — you could feel bullets going into it. I just knew we'd be dead, everybody in there. When he looked up, just looked up, he didn't say a word. He didn't move, except for moving his head up. He laid his head back down, to the side like that. He never said a word. He never got up off the bed.
The person who was in the room, he kept hollering, "Stop shooting! Stop shooting! We have a pregnant woman, a pregnant sister in here!" At the time I was eight-and-a-half, nine months pregnant. My baby was to be delivered in two weeks. Pigs kept on shooting. So I kept on hollering out. Finally, they stopped.
They pushed me and the other brother by the kitchen door and told us to face the wall. Heard a pig say, "He's barely alive. He'll barely make it." I assumed they were talking about Chairman Fred. Then they started shooting. The pigs, they started shooting again. I heard a sister scream. They stopped shooting. Pig said, "He's good and dead now." The pigs were running around laughing. They was really happy, you know, talking about Chairman Fred is dead. I never saw Chairman Fred again."
The police claimed they were fired upon twice by the Black Panthers and as a result, used excessive force to "protect and defend" themselves.
In the community, cries of a coverup and a conspiracy began as soon as the news hit the street. Hanrahan claimed,
"The immediate, violent, criminal reaction of the occupants in shooting at announced police officers emphasizes the extreme viciousness of the Black Panther Party. So does their refusal to cease firing at the police officers when urged to do so several times."
Hanrahan had been seen as an up and comer in the Daley Administration and the Democratic Party. His cover up of the investigation would result in the downfall of his political career and a Republican, in Chicago of all places, winning the next election for State's Attorney. This newspaper article details some of the actions Hanrahan took in the cover up of the assassinations of Clark and Hampton.
No one was ever convicted for the crime of killing Hampton and Clark. In 1971, a raid in Pennsylvania on a FBI office there uncovered documents about O'Neal's role in the assassination and the lengths the FBI went to in order to take Hampton. O'Neal later killed himself, despondent over his role in the assassinations.
In 1983, a civil suit ended with $1.8 million being awarded to the victim's families.
Author and Hampton family lawyer Jeffery Haas states the assassination marked a turning point in politics between blacks and whites in Chicago:
Well, I think, for one thing, it marked the independence of the black political leaders in Chicago, who had, up until then, had been pretty much lackeys of the mayor and the Democratic machine. And a young congress — a young state senator named Harold Washington spoke out, and Danny Davis spoke out, and Jesse Jackson welcomed Bobby Rush. And all of a sudden you had an independent and much more progressive black political machine, or part of the machine, that was independent. And I think that group and white liberals were given credit for eventually electing Harold Washington mayor, as Chicago's first black mayor.
Chicago and the Black Panther Party have never been the same since. Deborah Johnson (now called Akua Njeri) gave birth to Fred Hampton, Jr. a few weeks after the raid.
For Further Reading
Jeffrey Haas: The Assassination of Fred Hampton: How the FBI and the Chicago Police Murdered a Black Panther
Other Sources
Chicago Tribune Newspaper Articles
Court Orders New Autopsy of Hampton; Chicago Tribune; Feb 7, 1970
Koziol, Ronald: Panther Slayings Split the City Into Name Calling' Factions; Chicago Tribune, Dec 14, 1969
Lee, Edward: Hanrahan Backs Police; Gunfight Probe Urged: Praises Judgment: Chicago Tribune, Dec 9, 1969
O'Brien, John: 'Let U. S. Probe Killing'–Hanrahan: Negro Lawyers Demand Action; Chicago Tribune, Dec 12, 1969
Hanrahan Actions Reviewed: Chicago Tribune, Nov 6, 1970
WHY JUDGE JAILED BLACK PANTHER AID: He Saw Hampton as 'Dangerous': Chicago Tribune, Dec 12, 1969
For Further Viewing


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Urgent! Restaurant General Manager
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Holiday Inn Express Chester Racecourse
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Last June, Starwood Hotels & Resorts Worldwide and Marriott International each announced plans to add public Telepresence suites to a number of business hotels in major cities around the world. Now, within weeks of each other, the two chains have reported their first openings.
At the end of January, TelePresence suites opened at the New York Marriott Eastside and Bethesda North Hotel and Conference Center. Marriott has said that suites will come online at the Renaissance Washington D.C. and Marriott Dallas/Fort Worth Airport in March, and at the JW Marriott San Francisco Union Square in April. Suites are also scheduled to launch in 2010 at Marriotts in Denver, Atlanta, Miami, London, Frankfurt, Hong Kong, Shanghai, and Sao Paulo.
Starwood opened TelePresence suites on February 23 at the W Chicago City Center and Sheraton on the Park Sydney, and the company expects suites to be ready by June at the Sheraton New York Hotel & Towers and Sheraton Centre Toronto, and by the end of the year at the Westin Los Angeles Airport.
Both chains use Cisco's TelePresence technology, which provides immersive, high-definition teleconferencing. Until now, the systems have been used primarily by very large companies that can afford to purchase the expensive technology. "More businesses are recognizing the value of being able to rent Cisco TelePresence facilities by the hour, either to extend their existing deployment to further locations or to experience Cisco TelePresence for the first time," said Mark Weidick, vice president, general manager for Cisco's TelePresence Exchange Business Unit, in a press release. "The value of public suites facilities increases exponentially as more rooms from more providers come on stream."
Marriott is working with ATT as its telecommunications provider while Starwood is aligned with Tata Communications. Tata has 11 other public TelePresence suites in its network, including Cisco's public site in Santa Clara, Calif., and a suite at the Taj Hotel, Boston.


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Foundry Challenge #2 Winner
By admin @ May 9, 2012 at 1:45pm
The votes are in, and we have a winner! Actually, we have two due to a tie!
Huge congratulations are in order to our winning Foundry missions for Challenge #2…
"A Splint in Time" by @milesredria
Mission Summary: A request has been made for Starfleet's aid in repairing satillites that secretly are a part of our military operations in the Xarantine sector.
"Grazorak City" by @woghd
Mission Summary: Grazorak City is a the greatest luxury resort in its quadrant. Owned by the Tellerite Duft Grazorak, it is a playground for the wealthiest and most successful people in the Galaxy. But what evils hide just below the surface?
We also had a tie for second place! The runners up are "A Good Ship Goes to War" by @sbcouto and "Death Clock" by @Commadore_Bob.
Congratulations to everyone! You all did amazing work with this challenge and we can't wait to see what you come up with for Foundry Challenge #3!
For more information on Foundry Challenge #2, check out this news post.


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You must earn 10,000 points to post other members' whiteboard
Nice avatar. congratulations on earning ! million in three years. That is dedication. Lets be buddies. Thanks. Shep
Nice to meet you.
Thanks a million for your comments.
IMHO, US innovation should help create +ve results & create lower gas prices.
Hi CAD69, Noticed your great comment on today's news item, "2014 Chevrolet Spark EV starts at $27,495". In my opinion, all-electric vehicles are not the answer to high fuel prices or environmental problems. Keep posting those good responses. Want to become buddies?? Warren {:-)
Hi, you made a very good comment on today's news item: "Why Obama will okay the Keystone pipeline". That is also a great picture that you have posted here. Want to become buddies??? Warren :-)
Hi, I liked your post on today's news item: "New research shows additional damage from E15". E-10 reduces the amount of poisonous carbon monoxide produced by all internal combustion engines. Higher amounts of ethanol offer no health benefits, can damage fuel systems & engines and are a waste of food and feed. That is a nice avatar picture that you have posted here. Have a great week. Want to become buddies??? Warren :-)
Hi, noticed your great comment on the news article "Fuel oil industry feeling the heat" today. That is also a great avatar picture. Happy New Year to you and yours. Want to become buddies??? Warren :-)
Some of these articles are just way out there
" So... what does this have to do with the price of gas? " ... just curious ... what made you think articles could only be about the price of gas?
Hi, you made a great post today on the news topic "Malloy energy plan pits natural gas against oil". We need to use more abundant, cheap and ultra clean North American natural gas to replace all oil based energy sources that we can. Want to become buddies??? Warren :-)


text: HealthTalk: Chat Live With Experts & Advocates | #HealthTalk: Fitting In Fall Fitness Who: Sarah StanleyWhat:#HealthTalkTwitter chatWhere:www.twubs.com/healthtalkWhen: September 9 at 3 pm ESTWhy: School is back in session and that means adjusting to a new routine. We chatted about tips for time management and ways to fit your workout into a hectic schedule. Check out the highlights below. Learn more about our co-hosts: Sarah Stanley is an entrepreneur, health and fitness advocate, endurance athlete, and marathon runner. In her blog, sarahstanleyinspired.com, she shares her passion for being active, healthy, and happy. Stanley has run in 26 marathons and 11 ultramarathons, and is a Road Runners Club of America-certified running coach. During some of her races, she has tracked her progress with live updates to Twitter and Facebook from her Blackberry. As a spokesperson on social media and ultra fitness, Stanley has been featured in SELF, Ladies Home Journal, Chicago Athlete magazine, Washingtonian, SHAPE, Examiner, First For Women, Greatist, and College Life TV. In 2010, she was the only woman to complete a double Boston Marathon. In September, she dedicated a week to getting the message out about childhood obesity and cycled 276 miles from Washington, DC, to New York City as part of the Celebration Ride project to help educate kids about the importance of an active lifestyle, eating real foods, and helping others. In 2011, Stanley became the only woman to run all 18 Rock 'n' Roll races (3 marathons and 15 half marathons). She also ran three additional marathons and two 50-mile ultramarathons, and cycled 600 miles from San Francisco to San Diego for the annual birthday Celebration Ride project raising funds for Kids on Bikes. View the story "#HealthTalk: Fitting in Fall Fitness" on Storify. Last Updated: 09/06/2013 | Leave a comment To leave a comment, please log in below using your preferred network. More on Weight Weight Calories Exercise Mind-Body Connection Weight Loss Weight Management Weight-Loss Surgery Articles in Weight Loss Lose Weight Despite Spouse Sabotage Losing Those Last 10 Pounds How Safe Is Quick Weight Loss? 10 Steps to Speed Weight Loss The Truth About Metabolism Diet Buddies Bring Results Filling Food to Speed Weight Loss The Truth About the Acai Berry and Weight Loss Keeping Up With Calcium on a Low-Carb Diet Can Calcium Boost Weight Loss? 10 Diet Disasters and How to Avoid Them Real Men and Weight Loss Refining Your Diet With the Glycemic Index How to Lose Those Last 10 Pounds Smart Snacks for Weight Loss Weight Loss: No Fat Is Not Good Calorie Counting on a Budget 10 Tips to Get Off the Diet Plateau Cracking the Low-Carb Code The Benefits of a Low-Fat Diet How Cravings Can Derail Your Diet How to Lose 20 Pounds How to Lose 50 Pounds How to Lose 100 Pounds Help for Excess Skin After Weight Loss Counting Calories at Work Children and Healthy Weight Loss Can Fasting Be Good for Weight Loss and Health? A Food Scale: Your Best Diet Tool Love It, Hate It, Use It: Your Scale Gluten-Free Diet: A Worthy Weight-Loss Option? Boosting Weight Loss With Intuitive Eating Why Breakfast Is Key to Weight Loss Why Carbohydrates Are Important for Your Diet Does the Master Cleanse Work? Is Alli Your Friend in Counting Calories? Prescription Diet Pills: Are They Right for You? The Vegan Diet and Weight Loss The Importance of Water in Your Diet Plan Slim Down By Slowing Your Eating Speed Meatless Mondays May Boost Weight Loss Omega-3 Fatty Acids: Weight-Loss Aids? Metabolism and Weight Loss How to Achieve One Pound of Weight Loss Probiotics and Weight Loss Skipping Meals Undermines Weight Loss Should You Keep Your Fat Pants? The Stigma of Obesity Obesity's Role in Arthritis and Joint Pain The Health Dangers of Obesity A Prescription for Weight Loss? Weight-Loss Secrets From Around the World Weight-Loss Success Story: Losing 10 Pounds Weight-Loss Success Story: Losing 20 Pounds Weight-Loss Success Story: Losing 50 Pounds Weight-Loss Success Story: Losing 100 Pounds The Biggest Obesity Risk Factors Are Your Friends Making You Fat? Are Over-the-Counter Diet Pills Safe? Chips, Fries, Soda Most to Blame for Long-Term Weight Gain United States Obesity Epidemic Continues to Spread Does Your Personality Dictate Whether You'll Be Overweight? Is Kirstie Alley's Low-Calorie Diet Safe? 6 Ways to Tap Into Your Hunger Cues United States Women Using Dangerous Weight-Loss Pill 2 Years After Recall Overweight Women Believe Loved Ones Judge Them More Harshly Than They Do More Articles Back to Top


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The goal of the Healthcare Construction Management (HLCM) concentration is to provide a higher level of education for those students who are interested in the field of healthcare. With the growth of technology in this industry and the specialization of the work, it is important for students to understand the risks associated with these types of projects.
Upon completion of the following plan of study, and in conjunction with the core requirements of the BCM program, the student will receive the "Healthcare Construction Management Concentration" designation on their transcript. Students who choose to pursue the HLCM concentration will complete an additional six (6) credit hours of courses which are specific to the healthcare construction industry.
Plan of Study
- BCM 340 Introduction to Healthcare Construction Management (3 credit hours)
- BCM 341 Advanced Healthcare Construction Management(3 credit hours)
Total: 6 Credit Hours